DAY C., 2021. Multi-level Mixed Methods Research Designs: Challenges and Advantages Educational Research. 493(2), 140-150
DAY,C., 2021. Developing, Sustaining and Retaining Teacher Quality: Factors that Count. In: ZHU,X and SONG, H., eds., Understanding Teacher Quality: Connotations, Factors and Contexts Springer Nature. (In Press.)
DAY,C., 2021. The New Professionalism? How Good Teachers Continue to Teach to they Best and Well in Challenging Reform Contexts. In: KUUSISTO,E., UBANI,M., NOKELAINEN,P. and TOOM,A., eds., Good Teachers for Tomorrow's Schools: Purpose, Values and Talents in Education Brill NV.
DAY,C., 2019. Quality Retention and Resilience in the Middle and Later Years of Teaching. In: SULLIVAN,A., JOHNSON,B. and SIMONS,M., eds., Attracting and Keeping the Best Teachers: Issues and Opportunities Springer Nature.
YAN,Z. and DAY,C., 2019. Collaborative teacher professional development in schools in England (UK) and Shanghai (China): cultures, contexts and tensions Teachers and Teaching: Theory and Practice. 25(3), 379-397
DAY,C. and GRICE,C., 2019. Change Leadership: A System Level Study University of Sydney.
DAY,C. and GRICE,C., 2019. Investigating the Influence and Impact of 'Leading from the Middle: A School-based Strategy for Middle Leaders in Schools University of Sydney.
GU,Q, DAY,C and WALKER,A, 2018. How Successful Secondary School Principals Enact Policy Leadership and Policy in Schools. 17(3), 1
DAY,C, 2018. International Networks as Sites for Research on Successful School Leadership. In: Complementary Research Methods for Leadership and Policy Studies Palgrave Macmillan.
DAY, C, 2017. School Leadership as an Influence on Teacher Quality. In: ZHANG, H and ZHU, X, eds., Quality of Teacher Education and Learning: Theory and Practice Springer.
DAY, C and ARMSTRONG, P, 2016. School Leadership Research in England. In: H. ARLESTIG and C. DAY, eds., A Decade of Research on School Principals: Cases from 24 Countries Springer.
H. ARLESTIG, C. DAY and O. JOHANSSON, eds., 2016. A Decade of Research on School Principals: Case Studies from 24 Countries Springer.
DAY, C and HARRIS, B, 2016. Understanding and Planning Emotions Research. In: SCHUTZ, P and ZEMBYLAS, M, eds., Methodological Advances in Research on Emotion and Education Springer.
DAY, C, 2016. Teachers and the quality of education: why resilience counts most in testing times. In: LI, J C K and DAY, C, eds., Quality and Change in Teacher Education: Western and Chinese perspectives Springer.
DAY, C, 2016. Competence-based education: issues in capability, quality and teacher professional development. In: MULDER, M, ed., Competence-Based Vocational and Professional Education Springer.
CROW, G, DAY, C and MOLLER, J, 2016. Framing Research on School Principals' Identities International Journal of Leadership in Education.
DAY, C, 2015. School Leadership as an Influence on Teacher Quality Professional Development Today. 17(3),
DAY, C, 2014. England: Identity Challenge: The Courage of Conviction. In: DAY, C and GURR, D, eds., Leading Schools Successfully: Stories from the Field London: Routledge.
DAY, C, 2014. Teacher Quality in the Twenty First Century: New Lives, Old Truths. In: ZHU, X and ZEICHNER, K, eds., New Frontiers in Educational Research Dordrecht: Springer.
DAY, C, 2014. Committed for Life: Variations in Teachers' Work, Lives and Effectiveness. In: L. BELL and H. STEVENSON, eds., Organising Educational Leadership and Management: Organising and managing public service series London: Sage Publications. (In Press.)
SAMMONS, P, DAY, C and GU, Q, 2014. Using Mixed Methods to Investigate School Improvement and the Role of Leadership: An example of a longitudinal study in England Journal of Educational Administration. 52(5), 565-589
CHEN, J and DAY, C, 2014. Tensions and dilemmas for Chinese teachers in responding to system wide change: New ideas, old models. In: Q. GU, ed., The Lives of Teachers in China London: Routledge. (In Press.)
DAY, C, 2014. Budowanie I podtrzymywanie sukcesu w przywodztwie szkolnym: perspektywy miedzynarodowe (Building and Sustaining Success in Leadership: International Perspectives). In: STEFAN M. KWIATKOWSKI and JOANNA MADALINSKA-MICHALEK, eds., Przywodztwo Edukacyjne Warsaw: Wolters Kluwer SA. 119-155
DAY, C, 2014. Resilience, Teachers and the Quality of Education (A resiliencia, os professors e a qualidade da Educacao). In: FLORES, M A and COUTINHO, C, eds., Formacao e Trabalho Docente (Training & Teaching Work): Diversidade e Convergencias (Diversity and convergence) De Facto Editores. 101-130
DAY, C, 2013. The Virtues and Challenges of Mixed Methods Research: Case study of a National Project. In: MEDINA, A and DE LA HARRAN, A, eds., Fronteras en la Investigacion de la Ensenanza Madrid.
DAY, C, 2013. Professores apasionados, alumnus apasionados: Las habilidades tecnicas son un indicaodor de la calidad necesario, pero insuficente. In: IBANEZ MARTIN, J. A., ed., Educacion Libertad y cuidado Madrid: Los Autores. 65-86
DAY, C and SAMMONS, P, 2013. Successful Leadership: A review of the international literature CfBT Education Trust.
DAY, C, 2013. The New Lives of Teachers. In: C. CRAIG, P. C. MEIJER and J. BROECKMANS, eds., From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community Emerald Group Publishing Ltd.
DAY, C., 2012. New lives of teachers Teacher Education Quarterly. 39(1), 7-26
DAY, C, 2012. The Importance of Being Resilient School Leadership Today. 3(3), 54-59
DAY, C, 2012. Teacher Resilience SecEd. 7
2011. New Insights: How successful school leadership is sustained. In: How School Principals Sustain Success Over Time: International Perspectives Springer. 223-230
2011. Sustaining Improvements in Student Learning and Achievement: The importance of resilience in leadership. In: How School Principals Sustain Success Over Time: International Perspectives Springer. 167-182
2011. Building and Sustaining Successful Principalship in An English School. In: How School Principals Sustain Success Over Time: International Perspectives Springer. 91-108
2011. Introduction to the International Sucessful School Principal Project. In: How School Principals Sustain Sucess Over Time: International Perspectives Springer. 1-14
2011. Preparing School Leaders to Lead Organisational Learning and Capacity Building. In: US and Cross-national Policies, Practices and Preparation: Implications for sucessful instructional leadership, organisational learning, and culturally responsive practices Springer-Kluwer. 103-124
DAY, C, JACOBSON, S and JOHANSSON, O, 2011. Leading Organisational Learning and Capacity Building. In: YLIMAKI, R and JACOBSON, S, eds., US and Cross-national Policies, Practices and Preparation: Implications for successful instructional leadership, organisational learnining, and culturally responsive practices Springer-Kluwer. 29-50
2011. What We Know About Who Successful Principals Are and What Successful Principals Do Which Contributes to Wellbing and Achievement: The Layering of Leadership. In: Leadership and Learning Sage. 13-26
KINGTON, A., SAMMONS, P., DAY, C. and REGAN, E., 2011. Stories and statistics: describing a mixed methods study of effective classroom practice Journal of Mixed Methods Research. 5(2), 103-125
2011. Uncertain Professional Identities: Managing the emotional contexts of teaching. In: New Understandings of Teacher Effectiveness: Emotions and Educational Change Springer.
2011. Professional Learning and Development. In: Encyclopaedia of the Sciences of Learning Springer.
2011. International Handbook of Teacher and School Development Routledge.
2011. Analysis of Educational Practices: A comparison of research models 247. Editrice La Scuola.
2011. The Importance of Being Resilient School Leadership Today: Incorporating Managing School Today. 3(3), 54-59
2011. The New Lives of Teachers:: research which influences Orbis Scholae. 5(2), 7-30
2011. School Leadership Research in England. In: Rektor-En Forkningsoversikt 2000-20010 Vetenskapsradet, Stockholm, Sweden. 308
DAY, C and LANEVE, C, eds., 2011. Analysis of Educational Practices: A comparison of research models Editrice La Scuola.
MOOS, L, JOHANSSON, O and DAY, C, eds., 2011. How School Principals Sustain Success Over Time: International Perspectives Springer.
GU, Q., SCHWEISFURTH, M. and DAY, C., 2010. Learning and growing in a 'foreign' context: intercultural experiences of international students Compare: A Journal of Comparative and International Education. 40(1), 7-23
DAY, C., 2010. IN PRESS: Partnership between schools and higher education. In: VERLOOP, N., ed., International Encyclopedia of Education 3rd ed. Elsevier. (In Press.)
DAY, C., 2009. Capacity Building Through Layered Leadership: Sustaining the Turnaround. In: A. HARRIS, ed., Distributed Leadership. 7. Dordrecht: Springer.
DAY, C., 2009. Capacity building through layered leadership: Sustaining the turnaround. In: HARRIS, A., ed., Distributed leadership Open University Press.
DAY, C., 2009. A Passion for Quality: Teachers Who Make A Difference Tijdschrift voor Lerarenopleiders. 30(3),
DAY, C. & GU, Q., 2009. Teacher Emotions: Well Being and Effectiveness. In: P. SCHUTZ AND M. ZEMBYLAS, ed., Advances in Teacher Emotion Research: The Impact on Teachers' Lives Dordrecht: Springer.
DAY, C. and TOWNSEND, A., 2009. Practitioner action research: building and sustaining success through networked learning communities. In: NOFFKE, S. and SOMEKH, B., eds., The Sage handbook of educational action research Sage. 178-189
DAY, C., 2009. Successful leadership: an intelligent passion. In: BRIGHOUSE, T. DAVIES, B., ed., Passionate Leadership SAGE.
DAY, C, SAMMONS, P, HOPKINS, D, HARRIS, A, LEITHWOOD, K, GU, Q, BROWN, E and AHTARIDOU, E. & KINGTON, A., 2009. The Impact of School Leadership on Pupil Outcomes: Research Report RR108 London: DCSF. (978-1-84775-445-5)
DAY, C., 2009. Formas de avaliação de professores na Inglaterra: profissionalismo e performatividade. In: M. A. FLORES, ed., A Avaliação de Professores numa perspectiva internacional: sentidos e implicações. Porto: Areal Editores.
DAY, C. and GU, Q., 2009. Veteran teachers: commitment, resilience and quality retention Teachers and Teaching: Theory and Practice. 15(4), 441-457 DAY, C., SAMMONS, P., HOPKINS, D., LEITHWOOD, K. and KINGTON, A., 2008. Research into the impact of school leadership on pupil outcomes: policy and research contexts School Leadership & Management. 28(1), 5-25 DAY, C., LEITHWOOD, K. and SAMMONS, P., 2008. What have we learned, what we need to know more about School Leadership & Management. 28(1), 83-96 DAY, C. and KINGTON, A., 2008. Identity, well-being and effectiveness: the emotional contexts of teaching Pedagogy, Culture and Society. 16(1), 7-23
DAY, C and JOHANSSON, O., 2008. Leadership with a difference in Schools Serving Disadvantaged Communities: Arenas for Success. In: TIRRI, K., ed., Educating Moral Sensibilities in Urban Schools SENSE. 19-34
LEITHWOOD, K. and DAY, C., 2008. The impact of school leadership on pupil outcomes School Leadership & Management. 28(1), 1-4
PENLINGTON, C, KINGTON, A and DAY, C., 2008. Leadership in improving schools: a qualitative perspective School Leadership & Management. 28(1), 27-42
DAY, C., 2008. Leadership and Continuing Professional Development of Teachers. In: JOHN CHI-KIN LEE AND LING-PO SHIU, ed., Developing Teachers and Developing Schools in Changing Contexts The Chinese University Press.
SAMMONS, P., DAY, C., KINGTON, A., GU, Q., STOBART, G. and SMEES, R., 2007. Exploring variations in teachers' work, lives and their effects on pupils: key findings and implications from a longitudinal mixed methods study British Educational Research Journal. 33(5), 681-701 GU, Q. and DAY, C., 2007. Teachers resilience: a necessary condition for effectiveness Teaching and Teacher Education. 23(8), 1302-1316 DAY, C, SAMMONS, P.HOPKINS, D. HARRIS, A, LEITHWOOD, K, GU, Q, PENLINGTON, C, MEHTA, P and KINGTON, A., 2007. The Impact of School Leadership on Pupil Outcomes: DCSF Research Brief No. RB018, Nottingham DfES Publication. (978 1 84775 081 5) DAY, C, SAMMONS, P, HOPKINS, D, HARRIS, A, LEITHWOOD, K, GU, Q, PENLINGTON, C, MEHTA, P and KINGTON, A., 2007. The Impact of School Leadership on Pupil Outcome: Interim Report No. DCSF-RR018 DCSF Publications. (978 1 84775 081 5)
DAY, C., 2007. A reforma da escola: professionalismo e identidade dos professors em transição. In: FLORES, M. A. and VIANA, I. C., eds., Profissionalismo Docente em Transição: as Identidades dos Professores em tempos de Mudança Instituto de Educação e Psicologia, Universidade de Minho.
DAY, C. and LEITH, R., 2007. The Continuing Professional Development of Teachers: Issues of Coherence, Cohesion and Effectiveness. In: TOWNSEND, T., ed., International Handbook of School Effectiveness and Improvement Dordrecht, Springer. 468
DAY, C. and TOWNSEND, A., 2007. Ethical issues for consultants in complex collaborative action research settings: tensions and dilemmas. In: CAMPBELL, A. and GROUNDWATER-SMITH, S., eds., An Ethical Approach to Practitioner Research London: Routledge. 42-61
DAY, C., 2007. Sustaining the Turnaround: What Capacity Building Means in Practice International Studies in Educational Administration. 35(3), 39-48
DAY, C. and GU, Q., 2007. Teachers Resilience: A necessary condition for effectiveness Teaching and Teacher Education. 23, 1302-1316 DAY, C., SAMMONS, P., KINGTON, A., GU, Q. and STOBART, G., 2006. Methodological synergy in a national project: the VITAE story Evaluation and Research in Education. 19(2), 102-125 DAY, C., KINGTON, A., STOBART, G. and SAMMONS, P., 2006. The personal and professional selves of teachers: stable and unstable identities British Educational Research Journal. 32(4), 601-616
DAY, C., STOBART, G., SAMMONS, P., KINGTON, A., GU, Q., SMEES, R. and MUJABA, T., 2006. Variations in Teachers' Work, Lives and Effectiveness! Final report for the VITAE Project. Department for Education and Skills, London.
DAY, C., STOBART, G., SAMMONS, P. and KINGTON, A., 2006. Variations in the work and lives of teachers: relative and relational effectiveness Teachers and Teaching: Theory and Practice. 12(2), 169-192
MATTHEWS, P., SAMMONS, P., GU, Q., DAY, C and SMITH, P., 2006. Supporting Leadership and Securing Quality: An Evaluation of the Impact of Aspects of the London Leadership Strategy NCSL.
LEITHWOOD, K., DAY, C, SAMMONS, P, HARRIS, A, HOPKINS, D and , 2006. Successful School Leadership: What it is and how it influences pupil learning, Research Report 800, DfES London and NCSL, Nottingham (978 1 84478 822 4)
LEITHWOOD, K., DAY, C., SAMMONS, P.' HARRIS, A. and HOPKINS, D, 2006. Seven strong claims about successful school leadership, DfES London and NCSL, Nottingham (In Press.)
FLORES, M. A. and DAY, C., 2006. Contexts which shape and reshape new teachers' identities: A multi-perspective study Teaching and Teacher Education. VOL 22(NUMBER 2), 219-232
HARRIS, A., DAY, C., GOODALL, J., LINDSAY, G. and MUIJS, D., 2006. WHAT DIFFERENCE DOES IT MAKE? EVALUATING THE IMPACT OF CONTINUING PROFESSIONAL DEVELOPMENT IN SCHOOLS Scottish Educational Review. VOL 37(SPI), 90-98
DAY, C., 2005. Sustaining success in challenging contexts: leadership in English schools Journal of Educational Administration. VOL 43(NUMBER 6), 573-583 DAY, C., ELLIOT, B. and KINGTON, A., 2005. Reform, standards and teacher identity: Challenges of sustaining commitment Teaching and Teacher Education. 21(5), 563-577
DAY, C. and HADFIELD, M.P., 2005. Harnessing Action Research: The Power of Network Learning. In: Network Learning For Educational Change Open University Press, Buckingham.
DAY, C., 2005. The UK Policy for School Leadership: Uneasy transitions
International Handbook of Educational Policy. In: International Handbook of Educational Policy Springer-Verlag Berlin, Berlin, Germany.
DAY, C., 2005. The Challenge to be the Best: Research and the Teacher. In: Connecting Policy and Practice: Challenges for teaching and learning in schools and universities Routledge, London and New York. 153-170
DAY, C. and HADFIELD, M., 2004. Learning through Networks: trust, partnerships and the power of action research Educational Action Research. VOL 12(NUMB 4), 575-586
DAY, C., 2004. Professionalism, Perfomativity and Empowerment: Discourses in the Politics, Policies and Purposes of Continuing Practice Development. In: International Handbook on the Continuing Professional Development of Teachers Open University Press, Buckingham.
DAY, C., 2004. Change Agendas: The roles of teacher educators Teaching Education. VOL 15(PART 2), 145-158
DAY, C., ed., 2004. Polish Translation of Developing Teachers: The Challenges of Lifelong Learning
DAY, C., ed., 2004. International Handbook on the Continuing Development of Teachers Open University Press, Buckingham.
ANDREWS, J., DAY, C., GILLAM, K. and HARRINGTON, P., 2004. Changing teaching and learning through collaborative action research Professional Development Today. VOL 8(ISSU 1), 33-39
DAY, C., ed., 2004. Spanish Translation of Developing Teachers: The Challenges of Lifelong Learning
DAY, C., 2004. The passion of successful leadership School Leadership and Management. VOL 24(NUMB 4), 425-438 J. FENG, K. ZHANG, Y. LUO, 2003. A study on an optimal movement model J. Phys. A.. 36, 7469-7484
DAY, C. and HARRIS, A., 2003. From Singular to Plural: Challenging the Orthodoxy of School Leadership. In: Rethinking Educational Leadership: Challenging the Conventions Sage Publications Ltd, London, UK.
DAY, C., 2003. The Changing Learning Needs of Heads: Building and Sustaining Effectiveness.. In: Effective Leadership for School Improvement Routledge, London and New York.
DAY, C., 2003. Transitions in teacher professionalism: Identity, commitment and trust. In: Conference Proceedings of Professional Development and Educatonal Change - What Does it Mean to be Professional in Education? Syddansk Universitetsforlag , Odense, Denmark. 45-46
DAY, C., PACHECO, J., FLORES, M. A., HADFIELD, M. and MORGADO, J. C., 2003. The Changing Face of Teaching in England and Portugal: a study of work experiences of secondary school teachers European Journal of Teacher Education. VOL 26(PART 2), 239-252
DAY, C., 2003. What Sucessful Leadership in Schools Looks Like: Implications for Policy and Practice. In: Handbook of Educational Leadership and Management Pearson/Longman, London. 187-204
HARRIS, A., DAY, C. and HADFIELD, M., 2003. Teachers' Perspectives on Effective School Leadership Teachers and Teaching: Theory and Practice. VOL 9(PART 1), 67-78
DAY, C., 2003. Teachers' Thinking - Intentions and Practice: An Action Research Perspective. In: Teacher Thinking Twenty Years On: Revisiting Persisiting Problems and Advances in Education Swets & Zeitlinger, Lisse, NL.
DAY, C., 2003. Successful Leadership in the twenty-first Century.. In: Effective Leadership for School Improvement Routledge, London and New York.
DAY, C., 2002. School reform and transitions in teacher professionalism and identity International Journal of Educational Research. 37(8), 677-692
DAY, C., PARSONS, C., WELSH, P. and HARRIS, A., 2002. Improving leadership: room for improvement Improving Schools. VOL 5(NUMB 1), 36-51
DAY, C., ELLIOT, J., SOMEKH, B. and WINTER, R., eds., 2002. Theory and Practice in Acton Research: some international perpespectives
DAY, C., 2002. Revisiting the Purposes of Continuing Professional Development.. In: Professional Development & Institutional Needs (Monitoring Change in Education) Ashgate Publishing Group, Aldershot & London. 51-77
SUGRUE, C. and DAY, C., eds., 2002. Developing Teachers and Teaching Practice: Internationl research perspectives Routledge Falmer, London, New York.
DAY, C., 2002. The Challenge to be the Best: reckless curiosity and mischievous motivation Teachers and Teaching: Theory and Practice. VOL 8(PART 3/4), 421-434
DAY, C., PARSONS, C., WELSH, P. and HARRIS, A., eds., 2002. Improving leadership: room for improvment. Improving Schools Trentham Books Ltd, Stoke-on-Trent, UK.
DAY, C., 2002. Individual Need and Organisational Developement.. In: Professional Developement and Insitutional Needs.
DAY, C., 2002. Teacher Leadership, Reflective Practice and School Improvement.. In: The Second International Handbook of Educational Leadership and Administration.
DAY, C., HADFIELD, M. and KELLOW, M., 2002. Schools as learning communities: building capacity through network learning EDUCATION 3 TO 13. VOL 30(PART 3), 19-22
DAY, C., HARRIS, A. and HADFIELD, M., 2001. Grounding Knowledge of Schools in Stakeholder Realities School Leadership and Management. VOL 21(NUMB 1), 19-42
DAY, C., HARRIS, A. and PARSONS, C., 2001. Improving Leadership: Critical Reflections on the Leadership Programme for Serving Headteachers: Room for Improvement? In: British Educational Research Association Confernece.
DAY, C., HARRIS, A. and HADFIELD, M., 2001. Challenging the orthodoxy of effective school leadership International Journal of Leadership in Education. VOL 4(PART 1), 39-56
DAY, C., 2001. Teacher Professionalism: Choice and Consequence in the New Orthodoxy of Professional Development and Training. In: Continuing Teacher Education and School Development
DAY, C. and VAN VEEN, D., eds., 2001. Educational Research in Europe Yearbook 2001 Garant, SARL, Metz, France.
DAY, C. and LEITCH, R., 2001. Teachers` and teacher educators` lives: the role of emotion Teaching and Teacher Education. VOL 17(NUMBER 4), 403-415
DAY, C., 2001. Innovative Teachers: Promoting Lifelong Learning for All. In: International Handbook of Lifelong Learning Kluwer Academic Publishers, Dordrecht, Boston. 473-499
DAY, C., 2000. Beyond Transformational Leadership Educational Leadership. VOL 57(PART 7), 56-59
LEITCH, R. and DAY, C., 2000. Action Research and Reflective Practice: towards a holistic view Educational Action Research. VOL 8(PART 1), 179-194 DAY, C., 2000. Teachers in the Twenty-first Century: time to renew the vision Teachers and Teaching: Theory and Practice. VOL 6(PART 1), 101-115
DAY, C., 2000. Effective Leadership and Effective Practice Reflective Practice. 1(1), 113-128
DAY, C., FERNANDEZ, A. and HAUGE, T.E., eds., 2000. The Life and Work of Teachers: International Perspectives in Changing Times Falmer Press Ltd, London.
DAY, C., 2000. Stories of Change and Professional Development in England. In: The Life and Work of Teachers: International Perspectives in Changing Times Falmer Press Ltd, London. 109-129
MALLIK, M, FRASER, D and DAY, C, 1999. Education for practice. The search for a credible model for the teacher/lecturer in practice. NT learning curve.. 3(3), 2-4
HADFIELD, M.P. and DAY, C., 1999. Conducting Collaborative Research. In: Politica educativa y social para jovenes en situiacion de riesgo 31-54
LANG, M., DAY, C., BUNDER, W., HANSEN, H., KYSILKA, M., TILLEMA, H. and SMITH, K., 1999. Teacher Professional Development in the Context of Curriculum Reform. In: International Series on Educational Renewal, Changing Schools/Changing Practices: Perspectives on Educational Reform and Teacher Professionalism 121-131
DAY, C., 1999. Reflection and the Principalship In: International Conference on New professionalism in Teaching: Teacher Education and Teacher Development in a Changing World.
DAY, C., 1999. Professional Development and Reflective Practice: purposes, processes and partnerships Curriculum Studies. VOL 7(PART 2), 221-234
DAY, C., 1999. Teacher Professional Development in the Context of Curriculum Reform. In: Changing Schools/Changing Practices: Perspectives on Educational Reform and Teacher Professionalism Garant, SARL, Metz, France. 121-132
DAY, C. and VAN VEEN, D., 1999. Maslow and a Place called School. In: Perceiving, Behanive, Becoming: Lessons Learned Association for Supervision and Curriculum Development, Alexandria, VA, USA. 105-115
DAY, C., 1999. Supporting Urban Education through Multi-Service Schools and Interprofessional Collaboration. In: Politica eduvativa y soical para jovenes en situacion de riesgo
DAY, C., 1999. Researching Teaching Through Reflective Practice. In: Researching Teaching: Methodologeis and Practices fro Understanding Pedagogy Falmer Press Ltd, London. 215-232
DAY, C.W., 1999. Which Way From Here? Times Educational Supplement. 15 January, 18-19
DAY, C., HADFIELD, M.P. and WATLING, R., 1998. Relationships Between Class Size and the Quality of Teaching and Learning: A Critical Review of the Research. In: Topic: Practical Applications of Research in Education, 20.
K. ZHANG, 1998. On the structure of quasiconvex hulls Ann.Inst. H. Poincar'e - Analyse Non lineaire. 15(6), 663-686 DAY, C., 1998. Re-thinking School-University Partnerships: A Swedish Case Study Teaching and Teacher Education. VOL 14(NUMBER 8), 807-820
DAY, C. and VAN VEEN, D., 1998. Multi-Service Schools: Integrated Services Supporting Vulnerable Children, Youth and Families. In: Multi-Service Schools: Integrated Services for Children and Youth at Risk 7-17
DAY, C. and ROBERTS-HOLMES, G., 1998. The Best of Times, The Worst of Times: Stories of Change and Development in England Change: Transformations in Education. 1(1), 15-31
DAY, C. W., 1998. The Role of Higher Education in Fostering Lifelong Learning Partnerships with Teachers European Journal of Education: Research, Development and Policies. VOL 33(NUMBER 4), 419-432
DAY, C., 1997. Teachers in the Twenty-First Century: Time to Renew the Vision. In: Beyond Educational Reform: Bringing Teachers Back Open University Press, Buckingham. 44-61
DAY, C., 1997. In-service Teacher Education in Europe: conditions and themes for development in the 21st century BRITISH JOURNAL OF IN SERVICE EDUCATION. VOL 23(NUMBER 1), 39-54
DAY, C., 1997. Being a Professional in Schools and Universities: limits, purposes and possibilities for development British Educational Research Journal. VOL 23(NUMBER 2), 193-208
DAY, C.W., 1997. Listen to those who are closest to classes Times Educational Supplement. April,
DAY, C., 1997. Working with the Different Selves of Teachers: Beyond Comfortable Collaboration. In: International Action Research: A Casebook for Educational Reform Falmer Press Ltd, London. 190-203
DAY, C., 1997. Youngsters at risk and Urban education: problems and the role of research. In: Children and Youth at Risk and Urban Education: Research , Policy and Practice 9-17
DAY, C. and HADFIELD, M., 1996. Effectiveness and quality in continuing professional education: an empirical investigation of policy and practice in UK universities International Journal of Lifelong Education. VOL 15(NUMBER 5), 370-381